ALLIANTINTERNATIONAL UNIVERSITY CSPP One Beach Street, Suite 100 San Francisco, CA94133 415-955-2100
COURSE INFORMATION FORM
Course Title:Theory and Technique of Clinical Practice:Child Treatment Course Number: PSY 9501 Units: 3
School:California School of Professional Psychology
Term & Year:Fall 2008
Day/Time: Tuesday 2:10 – 5:00
Room:TBA
INSTRUCTOR: Lori Rifkin, Ph.D.
Contact:lrifkinphd@comcast.net, (415) 485-1976 Grading:Letter grades OPEN TO YEAR LEVEL: G-1 & G-2 I.RATIONALE: The PsyD and Ph.D. clinical psychology programs are organized to enable students to build sequentially on knowledge and skills. This course is part of the PsyD/PhD shared curriculum.This is a didactic course to prepare for or coincide with the practicum experience. In this course students begin to develop clinical skills and knowledge. Each course in the PsyD and PhD program is designed to accomplish program specific learning outcomes (or training goals and objectives). This course helps in the fulfillment of the following PsyD program learning [DA1]: A. To develop students/graduates who demonstrate competency in: 1) relationship, 2) assessment, and 3) intervention B. To develop student/graduates who have the knowledge, skills, and attitudes necessary to function professionally in a multicultural society C. To develop students/graduates who have professional problem solving skills and attitudes essential for life long learning and scholarly inquiry D. To develop students/graduates who use ethical principles as a guide for professional practice and self-evaluation as a basis for professional growth E. To develop students/graduates who are able to intervene, using multiple methods, with diverse populations, across many settings and in changing and evolving context. In the Ph.D. program, this course helps in the fulfillment of the following Ph.D. program learning outcomes, e.g., goals and objectives: Goal 1: To Prepare Students to be effective professional Psychologists who are skilled at evaluating psychological functioning and providing effective interventions with diverse clients across a range of settings. 2. Objective: To integrate research findings and clinical literature with clinical practice. 3. Objective: To develop an understanding of psychopathology and psychological assessment, and to apply such knowledge in the evaluation of psychological functioning in a variety of settings with diverse population 4. Objective: To develop and understanding of the efficacy, and modes of application of, psychological interventions in a variety of settings with diverse populations Goal 3: To Prepare students to be ethical and responsible professional psychologists who are committed to life long learning and productivity. 7. Objective: To develop and understanding of legal, ethical, and professional principles of clinical psychology, and how to apply them in research and practice This course represents the one piece of students’ in-house clinical training, before or during the practicum experience. II. COURSE DESCRIPTION, PURPOSE, STUDENT LEARNING OUTCOMES and ASSESSMENT: A.COURSE DESCRIPTION: Theory and Technique of Clinical Practice:Child Treatment This section of the course offers in-depth study of psychotherapy with children and adolescents within a psychodynamic, developmental and relational framework.The course will include normative child development from infancy through adolesence, play theory, assessment and treatment of this population in a clinical setting, the different phases and challenges of working with children and their families, as well as collaborative work with parents and others.Readings, lectures and discussions are focused on these topics while integrating issues of culture, gender, class and ethnicity to prepare students to work with a diversity of clients. Students participate in discussions, role play clinical situations, develop their observational abilities and begin to develop clinical case presentation skills as they present a case or select a related topic to explore and present to the class.B. PURPOSE OF THE [DA2]: By the end of this course, students will have an increased awareness of child development and the role of play in childhood. They will have a clear framework for clinical assessment of children and their families.They will have a beginning foundation of knowledge and perspective to help them with the challenges of collaborating with parents and others involved in the lives of their clients. They will have an understandingof the process of child psychotherapy and the particular challenges of working with children, adolescents and their families.They will be introduced to the formulation and presentation of clinical cases using psychodynamic theory and multicultural perspectives.They will become aware of clinical issues such as transference, countertransference and resistance. They will become more aware of issues involved in working cross culturally, and how culture, gender, and ethnicity affect the psychotherapy process. C.SPECIFIC LEARNING [DA3]: Specifically, upon completion of the course, students will be: 1.able to observe the behavior of children in a more nuanced way. 2.able to assess and formulate a client's problems in a manner that is both responsive to the client's unique presenting issues and circumstances and internally consistent within a psychodynamic theoretical framework. 3.able to discuss clinical case material orally and in writing in a manner that a) reflects the ability to plan and carry out a psychodynamic course of treatment; b) is conversant with alternative models and explanations from different psychodynamic schools of thought; as well as; C) with the limitations ofparticular theoretical viewpoints or write about and present orally to the class on a topic related to psychodynamically oriented clinical work with children or teens. 4.become aware of those issues on which s/he needs additional supervision or consultation, not just for case management, but to deal with the relationship factors in therapy. 5.able to articulate the effects of trauma, age, gender, race, class, and ethnicity on individual development and on the development of the therapeutic relationship. D.INSTRUCTIONAL STRATEGY: This course is a clinical seminar discussion class.Class activities consist of discussion of assigned readings, role plays, and of student’s presentations of clinical case material or related topics. Discussion takes place in the seminar group as a whole (class size is limited to 12) and in smaller discussion groups. For discussions of case presentations and readings the class will sometimes break out into small groups of 4 to 6, with discussion questions to explore before returning to the larger group to share and discuss perspectives. E. Class Component on Multicultural and International [DA4]: This class will integrate multicultural issues such as race, class, gender, culture, and sexual orientation on psychotherapy process and outcome and on individual development.International perspectives in the course are focused on the psychological experience of immigration, including the experiences of terrorism, trauma, and separation from the “mother” country.Readings, class discussion and assignments address these issues. F.DESCRIPTION OF COURSE REQUIREMENTS AND ASSESSMENT METHODS: Class Participation While a considerable part of the class will be a lecture format, sharing ideas and engaging in intellectual dialogue are requirements of the course. Participation in class discussion is an important component of evaluating student competence. Through your participation you contribute to others learning and advance your own understanding. It is one way in which you demonstrate your mastery of class material, course specific objectives and of your ability to engage in problem solving and professional learning behaviors. Students will be responsible for reading and participating in discussion of assigned readings. Assigned readings are the didactic basis of the course. Through reading and seminar discussion of readings students will acquire the scientific and theoretical knowledge base to meet course learning outcomes. Participation in class discussion will be evaluated based [DA5]: - the students’ preparation, e.g., s/he has read the article, is familiar with its content, and is prepared to discuss it; - the quality of contribution, e.g., the student’s ability to grasp and understand the readings, synthesize concepts, explore and question meaning, apply concepts to clinical cases; - the student’s willingness to contribute to class discussion. The class is designed using small group discussion to help facilitate class participation.If speaking in class is difficult for you please inform the instructor and work with her around satisfying this requirement.Please work with the instructor as needed to help you meet this requirement.
Child Observation
Within the first few weeks of class students are required to do a written observation of a child, children interacting together or an adult/child interaction.The student will then present the observation to the class orally. The write up should be no more than 5 pages using a size 12 font. Students are required to provide a copy of the written observation to the instructor in person or via email on the due date. Late papers will drop a half grade point for everyday that they are [DA6]. Written work should be carefully thought through and proofread.It will be evaluated on the basis of organization, e.g. it follows the format; on coherence, e.g. it is free of grammatical and typographical errors, it demonstrates an ability to organize, synthesize, and summarize concepts, and presents information in a logical, sequential, and cumulative fashion. The content of the written case will be evaluated based on the degree or extent to which it demonstrates mastery of course specific learning outcomes (see C. Specific Learning[DA7]) and course content. The oral presentation and discussion of the observation will be evaluated on the basis of the student’s ability to hear, take-in, and make use of feedback; to integrate such feedback into their thinking about the case during the discussion; and to demonstrate mastery of the course Specific Learning Outcomes and course content. Case Write Up or paper on a topic related to course material Students will write a 7 – 10 page paper of size 12 font describing a case they are currently working with or a topic related to the course that they would like to explore, reflect on and present to the class.Students are required to provide a copy of the written observation to the instructor in person or via email on the due date. Late papers will drop a half grade point for everyday that they are [DA8]. As with the child observation paper, this paper will be evaluated on the basis of organization, e.g. it follows the format; on coherence, e.g. it is free of grammatical and typographical errors, it demonstrates an ability to organize, synthesize, and summarize concepts, and presents information in a logical, sequential, and cumulative fashion. The content of the written case will be evaluated based on the degree or extent to which it demonstrates mastery of course specific learning outcomes (see C. Specific Learning[DA9]) and course content. The oral presentation and discussion of the written case or topic will be evaluated on the basis of the student’s ability to hear, take-in, and make use of feedback; to integrate such feedback into their thinking about the case during the discussion; and to demonstrate mastery of the course Specific Learning Outcomes and course content. Course Grading System: Students will receive a letter grade (See page 50 of the systemwide catalog for the university grade-point system and page 97 for the Academic Standing Status for CSPP Doctoral Students CSPP for CSPP grading standards) In this class students will not receive plus or minus grades for grades C and below. The University does not allow for an A+ grade A & B = Credit with no concern or no serious [DA10] C= Marginal pass or “some concern” D/F = fail or serious concerns Grade Percentage Distribution: Class Discussion40% Oral Presentations20% Written Work40% Ethical, Legal, and Professional Standards of Care Students’ are expected to perform within professional standards of care as determined by ethical codes, legal considerations and accepted professional practice.See #5 in “IV. Policies and Procedures” section. Behavioral Expectations Students may fail the course by reason of difficulty in meeting the behavioral expectation or requirements of the class, such as attendance, or timely completion of assignments, or for violations of ethical and professional standards of care. Students Familiarity with Psychodynamic Theory It is not assumed that students enter this class with knowledge of psychotherapy theory or clinical work with children. Preferably students have taken one child development course but this is not always the case. Students who complete assigned readings, attend class, and participate in class discussion; no matter their entry level in understanding psychoanalytic concepts, should be able to acquire a good grasp of theory. There will be a considerable amount of lecture time to present theory and technique, integrating psychodynamic theory with developmental issues and relational approaches to clinical work. Readings will generally be at a beginning level but often assume some understanding of psychoanalytic principles on the part of the reader. Class, small group discussion, role plays and lectures will provide opportunity for clarification and learning of theory and technique. III.COURSE READINGS AND MATERIALS: REQUIRED TEXTS:N. Altman, et. al.,Relational Child Psychotherapy.Other Press, New York, 2002(reserve copy:RJ504 R45 2002) S. Greenspan, The Clinical Interview of the Child.American Psychiatric Publishers, Inc.2003 (reserve copy:RJ503 G74 2003) IV.POLICIES AND[DA11]: 1.Policies Related To Class Attendance, Lateness, Missed Exams or Assignments The University expects regular class attendance by all students.Each student is responsible for all academic work missed during absences.When an absence is necessary, students should contact the instructor as courtesy and to check for assignments.See the University Catalog for the complete policy on attendance (http://www2.alliant.edu/download/2005/catalog/3_Academic_Policies.pdf). 2.Responsibility to Keep Copies Remember – it is good practice to keep copies of ALL major assignments/papers you turn in.On rare occasions, work may be lost because of computer failure or other mishaps. 3.Respectful Speech and Actions Alliant International University, by mission and practice, is committed to fair and respectful consideration of all members of our community, and the greater communities surrounding us.All members of the University must treat one another as they would wish to be treated themselves, with dignity and concern. As an institution of higher education, Alliant International University has the obligation to combat racism, sexism, and other forms of bias and to provide an equal educational opportunity. Professional codes of ethics (e.g., from the APA for psychology students) and the Academic Code shall be the guiding principles in dealing with speech or actions that, when considered objectively, are abusive and insulting. 4.Academic Code of Conduct and Ethics The University is committed to principles of scholastic honesty.Its members are expected to abide by ethical standards both in their conduct and in their exercise of responsibility towards other members of the community.Each student’s conduct is expected to be in accordance with the standards of the University.The complete Academic Code, which covers acts of misconduct including assistance during examination, fabrication of data, plagiarism, unauthorized collaboration, and assisting other students in acts of misconduct, among others, may be found in the University Catalog.The University reserves the right to use plagiarism detection software. 5.Evaluation of Students’ Professional Development and Functioning In CSPP, multiple aspects of students’ professional development and functioning (e.g., cognitive, emotional, psychological, interpersonal, technical, and ethical) will be evaluated throughout the process of education and training in our professional psychology and MFT programs.This kind of comprehensive evaluation is necessary in order for faculty, staff, and supervisors to appraise the professional development and competence of their students.See the University Catalog for the complete CSPP policy on “Evaluation of Student Competence: A. Student Disclosure of Personal Information” (Appendix B). 6.Disability Accommodations Request If you need disability-related accommodations in this class, please see me privately.All accommodations must be requested in a timely manner (at least 2 weeks ahead of time) with a letter of support for Alliant’s Office of Disability Services.If you have questions about accommodations, please contact the Office of Disability Services. 7.Policy on Course Requirements During Religious Holidays Alliant International University does not officially observe any religious holidays.However, in keeping with the institution’s commitment to issues of cultural diversity as well as humanitarian considerations, faculty are encouraged to appreciate students’ religious observances by not penalizing them when they are absent from classes on holy days.Alliant International University faculty will be sensitive to these matters.Students should be similarly respectful of faculty members’ right to observe religious days. 8.Resources for Obtaining Tutoring or Other Student Support Services Tutors are available to help students with course-based or exam-based needs.Contact the Director of Student Support Services for information on obtaining tutoring – or other student support services – on your campus. 9.Problem Solving Resources If problems arise with faculty, other students, staff, or student support services, students should use the University Problem Solving Procedures located on the web at: http://www.alliant.edu/academic/studentproblemsolving/ Student_Grievance_Policy.pdf or contact the University Ombudsperson at rkunard@alliant.edu. 10.IRB policy [if applicable] --- SYLLABUS --- THEORY AND TECHNIQUE OF CLINICAL PRACTICE:CHILD TREATMENT Fall Semester, 2008 Alliant University California School of Professional Psychology Lori Rifkin, Ph.D. REQUIRED TEXTS:N. Altman, et. al.,Relational Child Psychotherapy.Other Press, New York, 2002(reserve copy:RJ504 R45 2002) S. Greenspan, The Clinical Interview of the Child.American Psychiatric Publishers, Inc.2003 (reserve copy:RJ503 G74 2003) COURSE REQUIREMENTS Regular attendance and participationDiscussion of Readings Child Observation (4 - 5 pages): Due September 23 Write Up of a Psycho-dynamically Oriented Case or Paper on a Topic of Interest (8 – 10 pages; 20 - 30 minute presentations):Due November 4 WEEKLY SCHEDULE OF TOPICS: Week 1, August 26 Welcome and introductions Course Overview and Assignments Play and Children Week 2, September 2 Overview of Play Therapy Different Approaches to Play Therapy Setting up the Playroom ToysProjective ToolsSand Tray What Makes a Playroom Therapeutic Readings:E, Erikson. Chapter 6, Toys and Reasons, in Childhood and Society, W.W. Norton & Co., NY, 1963, pp. 209-234. Page Two Relational Child Therapy, Chapter 9--- Play in Child Treatment, pp. 187-214; Chapter 10 --- Transference and Counter-Transference in Child Therapy, pp. 218 – 226. S. Cooper and L. Wanerman.Chapter 6 - Toys and Play, in Children in Treatment, Brunner/Mazel, Inc. NY, 1977, pp.102-108. (Optional)B. Bettelheim.The Importance of Play, in The Atlantic Monthly, March, 1987. Week 3, September 9 Roles and Tasks of the Therapist in Treatment with Children and Teens Overview of the Evaluation Process Readings:O.O. James.Chapter 25- Materials and Settings and Case Presentations. in Play Therapy:AComprehensive Guide, 1977, pp. 75-84 and 243-249. H. Coppolillo.Chapter 6 --- Diagnostic Interviews:An Overview, in Psychodynamic Psychotherapy with Children, IUP, Madison, 1987, pp. 97-115. (Optional)K. O’Connor.Chapter 6 -Beginning Treatment, in The Play Therapy Primer, John Wiley & Sons, Inc., NY, 1991, pp. 235-248. Week 4, September 16 Initial Process of Evaluation Parent Sessions---Engaging parents/Establishing anAlliance/ Gathering Information Preparation of the Child Collateral Contacts Readings: The Clinical Interview of the Child, Chapter 7--- Interviewing the Parents:Selected Comments, pp. 235-250. S. Fraiberg, et. al.Ghosts in the Nursery:Psychoanalytic Approach to the Problems of Impaired Infant-Mother Relationships, in SelectedWritings of Selma Fraiberg, Ed. by Louis Fraiberg, pp. 164-196, A. Lieberman, et. al.Angels in the Nursery:the Intergenerational Transmission of Benevolent Parental Influences,in Infant MentalHealth, Vol. 26 (6), pp. 504-520, 2005. Page Three J. Simmons.Chapter 8 - Interviewing the Parents in Psychiatric Examination of Children, Lea & Febiger, PA, 1981, pp.183-193. (Optional)J. Simmons.Chapter 1 - Preparing the Child and Initiating the Interview, in Psychiatric Examination of Children, Lea & Febiger, PA, 1981, pp. 1-25. Week 5, September 23-----Child Observation Due---- Initial Diagnostic Sessions with the Child Mental Status Exam for Children Readings:The Clinical Interview of the Child, Chapter 2 --- Framework for Systematic Observation of the Child, pp. 35-74 and Chapter 5 - Conducting the Interview, pp.167-186. F. Allen.The Beginning Phase of Therapy, in Child Psychotherapy, Ed. by M. Haworth, 1964, pp. 87-121. (Optional)S. Greenspan.Chapter 10 --- Developmental Considerations in Diagnosis, Psychopathology and Psychotherapy with Children, in The Development of the Ego, International Universities Press, Inc., Madison, WI., 1989, pp. 299-316. J. Simmons.Chapters 3 & 4 - Individual Interviews with the Child and The Mental Status Report, in Psychiatric Examination ofChildren, Lea & Febiger, PA, 1981, pp. 64-100. Week 6, September 30---Student Discussion of Child Observations--- Observational Frames/AssessmentTemperament Parenting Styles Readings:The Clinical Interview of the Child, Chapter 3 --- Chronological Age-and Phase-Appropriate Illustrations for Each Observational Category, pp. 75-98. Relational Child Psychotherapy, Chapter 8 --- Assessment and Treatment Planning, pp. 153-183. S. Cooper and L. Wanerman.Chapter 5 – Practice and Protocol, in Children in Treatment, Brunner/Mazel, Inc. NY, 1977, pp. 84 - 93. Page Four Week 7, March 4 Normative Development and Psychopathology, Disturbances of Behavior Developing a Dynamic Formulation Diagnostic Considerations Readings:G. Johnson-Powell. Table 17-3 --- A Guide to Diagnostic Assessment of Childhood Behaviors, in Transcultural Child Development, John Wiley & Sons, Inc., 1997, pp. 354-360. H. Coppolillo.Chapter 8 --- Organizing Diagnostic Data:Models of the Parent, Ego Psychology, and Topography, in Psychodynamic Psychotherapy with Children, IUP, Madison, 1987, pp. 147-173. H. Coppolillo.Chapter 9 --- Classification, Diagnostic Understanding, and Recommendations, in Psychodynamic Psychotherapy with Children, IUP, Madison, 1987, pp. 175-203. (Optional)Group for the Advancement of Psychiatry.Chapter 7, The Developmental Stages, in The Process of Child Therapy, Brunner Mazel Publishers, NY, 1982, pp. 121-148. Week 8, October 7 Presenting your findings to the ParentsWorking Collaboratively with Parents Readings:Relational Child Psychotherapy, Chapter 14 --- Including Parents in Psychotherapy, pp. 287-310. S. Cooper and L. Wanerman.Chapter 11 – Understanding and Working with Parents, in Children in Treatment, Brunner/Mazel, Inc. NY, 1977, pp. 181 - 188. Week 9, October 14 Beginning Phase of Therapy --- Getting Started Readings:Relational Child Psychotherapy, Chapter 11 --- Launching the Therapy with the Child, pp. 231-252. S. Cooper and L. Wanerman.Chapter 3 – Special Aspects of Treatment of Children & Chapter 4 – Questions Beginners Ask, in Children in Treatment, Brunner/Mazel, Inc. NY, 1977, pp. 65 - 83. H. Coppolillo.Chapter 11 --- Beginning the Therapy, in Psychodynamic Psychotherapy with Children, IUP, Madison, 1987, pp. 235-264. Page Five Week 10, October 21 Working with other ProfessionalsWorking with Adolescents Readings:Relational Child Psychotherapy, Chapter 15 --- The Therapist in The Child’s Larger World, pp. 311-335. H. S. Bloch.Chapter 9 --- Assessment and Therapy, in AdolescentDevelopment, Psychopathology and Treatment, International Universities Press, Inc., 1995, pp. 259-284. Week 11, October 28 The Ongoing Work TransferenceCounter-transferenceResistance Readings: Relational Child Psychotherapy, Chapter 10 --- Transference and Countertransference in Child Treatment, pp. 215 – 218; 226–230;Chapter 12 --- Interaction in Child Psychotherapy. pp. 253-268;Chapter 13 --- Using Countertransference and Participation in Handling Impasses, pp. 267-282. H. Coppolillo.Chapter 12 --- The Middle Phase of the Therapeutic Process, in Psychodynamic Psychotherapy with Children, IUP, Madison, 1987, pp. 265-286. C. Sarnoff. Psychotherapeutic Strategies, in Psychotherapeutic Strategies in Late Latency Through Early Adolescence, Jason Aronson, NJ., 1987, pp. 185-221. One of the following Chethik chapters: M. Chetnik.Treatment of the Neurotic Child:The Younger Patient, in Techniques of Child Therapy:Psychodynamic Strategies, The Guilford Press, 1989, pp. 107-134. Or M. Chetnik.Treatment of the Neurotic Child, in Techniques of Child Therapy:Psychodynamic Strategies, The Guilford Press, 1989, pp. 70-105. Week 12, November 4Student Papers Due by Today InterpretationTherapeutic ChangeFirst Student Presentation Readings:Relational Child Psychotherapy, Postscript on Endings, pp. 367-370. Page Six H. Coppolillo.Chapter 12 --- The Middle Phase of the Therapeutic Process, in Psychodynamic Psychotherapy with Children, IUP, Madison, 1987, pp. 286-307. Week 13, November 18---Student Presentations--- Termination Readings:Relational Child Psychotherapy, Chapter 16 --- Therapeutic Action, pp. 337-366. H. Coppolillo.Chapter 13 --- Termination of Treatment, in Psychodynamic Psychotherapy with Children, IUP, Madison, 1987, pp. 309-333. R. Gillman.Termination in Psychotherapy with Children and Adolescents, in Saying Goodbye:A Casebook of Termination in Child and Adolescent Analyses and Therapy, Ed. by A. Schmukler, The Analytic Press, 1991, pp. 339-354. Week 14, November 25---Student Presentations--- Working with Ethnic DiversityDeveloping Cultural Competency Readings: Relational Child Psychotherapy, Chapter 8 --- Cultural and Socioeconomic Influences, pp. 92-102. I. R. Canino & Spurlock, J., Chapter 2 --- History-taking, in Culturally Diverse Children and Adolescents, Guilford Press, NY., 2000, pp. 47-75. Rodriguez, C., Chapter 3--- Culturally Sensitive Psychological Assessment, in Culturally Diverse Children and Adolescents, Guilford Press, NY., 2000, pp. 84-93. G. Johnson-Powell.Chapter 1 - A Portrait of America’s Children:Social, Cultural, and Historical Context, pp.3-33 and Chapter 17 – The Culturologic Interview:Cultural, Social, and Linguistic Issues in the Assessment and Treatment of Children, in Transcultural Child Development, John Wiley & Sons, Inc., 1997, pp. 349-353, 362. Week 15, December 2---Student Presentations--- Wrap Up/Course Review/Evaluations [DA1]These are the outocmes the program identified for the course in their APA self study. [DA2]Needs to be stated as a learning outcome: Students will be able… [DA3] These are the instructor’s own learning outcomes for the course. [DA4]A CSPP addition to the model syllabi format. [DA5]Listing of specific criteria for evaluation of class participation. [DA6]Specific policy regarding late assignments. [DA7]Relationship between course specific learning outcome and evaluation/grading criteria. [DA8]Specific policy regarding late assignments. [DA9]Relationship between course specific learning outcome and evaluation/grading criteria. [DA10]This is the CSPP System for letter grading. [DA11]List Policies and Procedures as they are listed on the Syllabus Template.
CSPP
One Beach Street, Suite 100
San Francisco, CA 94133
415-955-2100
COURSE INFORMATION FORM
Course Title: Theory and Technique of Clinical Practice: Child TreatmentCourse Number: PSY 9501
Units: 3
School: California School of Professional Psychology
Term & Year: Fall 2008Day/Time: Tuesday 2:10 – 5:00
Room: TBAINSTRUCTOR: Lori Rifkin, Ph.D.
Contact: lrifkinphd@comcast.net, (415) 485-1976Grading: Letter grades
OPEN TO YEAR LEVEL: G-1 & G-2
I. RATIONALE:
The PsyD and Ph.D. clinical psychology programs are organized to enable students to build sequentially on knowledge and skills. This course is part of the PsyD/PhD shared curriculum. This is a didactic course to prepare for or coincide with the practicum experience. In this course students begin to develop clinical skills and knowledge.
Each course in the PsyD and PhD program is designed to accomplish program specific learning outcomes (or training goals and objectives).
This course helps in the fulfillment of the following PsyD program learning [DA1] :
A. To develop students/graduates who demonstrate competency in: 1) relationship, 2) assessment, and 3) intervention
B. To develop student/graduates who have the knowledge, skills, and attitudes necessary to function professionally in a multicultural society
C. To develop students/graduates who have professional problem solving skills and attitudes essential for life long learning and scholarly inquiry
D. To develop students/graduates who use ethical principles as a guide for professional practice and self-evaluation as a basis for professional growth
E. To develop students/graduates who are able to intervene, using multiple methods, with diverse populations, across many settings and in changing and evolving context.
In the Ph.D. program, this course helps in the fulfillment of the following Ph.D. program learning outcomes, e.g., goals and objectives:
Goal 1: To Prepare Students to be effective professional Psychologists who are skilled at evaluating psychological functioning and providing effective interventions with diverse clients across a range of settings.
2. Objective: To integrate research findings and clinical literature with clinical practice.
3. Objective: To develop an understanding of psychopathology and psychological assessment, and to apply such knowledge in the evaluation of psychological functioning in a variety of settings with diverse population
4. Objective: To develop and understanding of the efficacy, and modes of application of, psychological interventions in a variety of settings with diverse populations
Goal 3: To Prepare students to be ethical and responsible professional psychologists who are committed to life long learning and productivity.
7. Objective: To develop and understanding of legal, ethical, and professional principles of clinical psychology, and how to apply them in research and practice
This course represents the one piece of students’ in-house clinical training, before or during the practicum experience.
II. COURSE DESCRIPTION, PURPOSE, STUDENT LEARNING OUTCOMES and ASSESSMENT:
A. COURSE DESCRIPTION:
Theory and Technique of Clinical Practice: Child Treatment This section of the course offers in-depth study of psychotherapy with children and adolescents within a psychodynamic, developmental and relational framework. The course will include normative child development from infancy through adolesence, play theory, assessment and treatment of this population in a clinical setting, the different phases and challenges of working with children and their families, as well as collaborative work with parents and others. Readings, lectures and discussions are focused on these topics while integrating issues of culture, gender, class and ethnicity to prepare students to work with a diversity of clients. Students participate in discussions, role play clinical situations, develop their observational abilities and begin to develop clinical case presentation skills as they present a case or select a related topic to explore and present to the class. B.
PURPOSE OF THE [DA2] :
By the end of this course, students will have an increased awareness of child development and the role of play in childhood. They will have a clear framework for clinical assessment of children and their families. They will have a beginning foundation of knowledge and perspective to help them with the challenges of collaborating with parents and others involved in the lives of their clients. They will have an understanding of the process of child psychotherapy and the particular challenges of working with children, adolescents and their families. They will be introduced to the formulation and presentation of clinical cases using psychodynamic theory and multicultural perspectives. They will become aware of clinical issues such as transference, countertransference and resistance. They will become more aware of issues involved in working cross culturally,
and how culture, gender, and ethnicity affect the psychotherapy process.
C. SPECIFIC LEARNING [DA3] :
Specifically, upon completion of the course, students will be:
1. able to observe the behavior of children in a more nuanced way.
2. able to assess and formulate a client's problems in a manner that is both responsive to the client's unique presenting issues and circumstances and internally consistent within a psychodynamic theoretical framework.
3. able to discuss clinical case material orally and in writing in a manner that a) reflects the ability to plan and carry out a psychodynamic course of treatment; b) is conversant with alternative models and explanations from different psychodynamic schools of thought; as well as; C) with the limitations of particular theoretical viewpoints or write about and present orally to the class on a topic related to psychodynamically oriented clinical work with children or teens.
4. become aware of those issues on which s/he needs additional supervision or consultation, not just for case management, but to deal with the relationship factors in therapy.
5. able to articulate the effects of trauma, age, gender, race, class, and ethnicity on individual development and on the development of the therapeutic relationship.
D. INSTRUCTIONAL STRATEGY:
This course is a clinical seminar discussion class. Class activities consist of discussion of assigned readings, role plays, and of student’s presentations of clinical case material or related topics. Discussion takes place in the seminar group as a whole (class size is limited to 12) and in smaller discussion groups. For discussions of case presentations and readings the class will sometimes break out into small groups of 4 to 6, with discussion questions to explore before returning to the larger group to share and discuss perspectives.
E. Class Component on Multicultural and International [DA4] :
This class will integrate multicultural issues such as race, class, gender, culture, and sexual orientation on psychotherapy process and outcome and on individual development. International perspectives in the course are focused on the psychological experience of immigration, including the experiences of terrorism, trauma, and separation from the “mother” country. Readings, class discussion and assignments address these issues.
F. DESCRIPTION OF COURSE REQUIREMENTS AND ASSESSMENT METHODS:
Class Participation
While a considerable part of the class will be a lecture format, sharing ideas and engaging in intellectual dialogue are requirements of the course. Participation in class discussion is an important component of evaluating student competence. Through your participation you contribute to others learning and advance your own understanding. It is one way in which you demonstrate your mastery of class material, course specific objectives and of your ability to engage in problem solving and professional learning behaviors.
Students will be responsible for reading and participating in discussion of assigned readings. Assigned readings are the didactic basis of the course. Through reading and seminar discussion of readings students will acquire the scientific and theoretical knowledge base to meet course learning outcomes. Participation in class discussion will be evaluated based [DA5] :
- the students’ preparation, e.g., s/he has read the article, is familiar with its content, and is prepared to discuss it;
- the quality of contribution, e.g., the student’s ability to grasp and understand the readings, synthesize concepts, explore and question meaning, apply concepts to clinical cases;
- the student’s willingness to contribute to class discussion.
The class is designed using small group discussion to help facilitate class participation. If speaking in class is difficult for you please inform the instructor and work with her around satisfying this requirement. Please work with the instructor as needed to help you meet this requirement.
Child Observation
Within the first few weeks of class students are required to do a written observation of a child, children interacting together or an adult/child interaction. The student will then present the observation to the class orally. The write up should be no more than 5 pages using a size 12 font. Students are required to provide a copy of the written observation to the instructor in person or via email on the due date. Late papers will drop a half grade point for everyday that they are [DA6] . Written work should be carefully thought through and proofread. It will be evaluated on the basis of organization, e.g. it follows the format; on coherence, e.g. it is free of grammatical and typographical errors, it demonstrates an ability to organize, synthesize, and summarize concepts, and presents information in a logical, sequential, and cumulative fashion. The content of the written case will be evaluated based on the degree or extent to which it demonstrates mastery of course specific learning outcomes (see C. Specific Learning [DA7] ) and course content. The oral presentation and discussion of the observation will be evaluated on the basis of the student’s ability to hear, take-in, and make use of feedback; to integrate such feedback into their thinking about the case during the discussion; and to demonstrate mastery of the course Specific Learning Outcomes and course content.
Case Write Up or paper on a topic related to course material
Students will write a 7 – 10 page paper of size 12 font describing a case they are currently working with or a topic related to the course that they would like to explore, reflect on and present to the class. Students are required to provide a copy of the written observation to the instructor in person or via email on the due date. Late papers will drop a half grade point for everyday that they are [DA8] . As with the child observation paper, this paper will be evaluated on the basis of organization, e.g. it follows the format; on coherence, e.g. it is free of grammatical and typographical errors, it demonstrates an ability to organize, synthesize, and summarize concepts, and presents information in a logical, sequential, and cumulative fashion. The content of the written case will be evaluated based on the degree or extent to which it demonstrates mastery of course specific learning outcomes (see C. Specific Learning [DA9] ) and course content. The oral presentation and discussion of the written case or topic will be evaluated on the basis of the student’s ability to hear, take-in, and make use of feedback; to integrate such feedback into their thinking about the case during the discussion; and to demonstrate mastery of the course Specific Learning Outcomes and course content.
Course Grading System:
Students will receive a letter grade (See page 50 of the systemwide catalog for the university grade-point system and page 97 for the Academic Standing Status for CSPP Doctoral Students CSPP for CSPP grading standards)
In this class students will not receive plus or minus grades for grades C and below. The University does not allow for an A+ grade
A & B = Credit with no concern or no serious [DA10]
C= Marginal pass or “some concern”
D/F = fail or serious concerns
Grade Percentage Distribution:
Class Discussion 40%
Oral Presentations 20%
Written Work 40%
Ethical, Legal, and Professional Standards of Care
Students’ are expected to perform within professional standards of care as determined by ethical codes, legal considerations and accepted professional practice. See #5 in “IV. Policies and Procedures” section.
Behavioral Expectations
Students may fail the course by reason of difficulty in meeting the behavioral expectation or requirements of the class, such as attendance, or timely completion of assignments, or for violations of ethical and professional standards of care.
Students Familiarity with Psychodynamic Theory
It is not assumed that students enter this class with knowledge of psychotherapy theory or clinical work with children. Preferably students have taken one child development course but this is not always the case. Students who complete assigned readings, attend class, and participate in class discussion; no matter their entry level in understanding psychoanalytic concepts, should be able to acquire a good grasp of theory. There will be a considerable amount of lecture time to present theory and technique, integrating psychodynamic theory with developmental issues and relational approaches to clinical work. Readings will generally be at a beginning level but often assume some understanding of psychoanalytic principles on the part of the reader. Class, small group discussion, role plays and lectures will provide opportunity for clarification and learning of theory and technique.
III. COURSE READINGS AND MATERIALS:
REQUIRED TEXTS: N. Altman, et. al., Relational Child Psychotherapy. Other Press, New York, 2002 (reserve copy: RJ504 R45 2002)
S. Greenspan, The Clinical Interview of the Child. American Psychiatric Publishers, Inc. 2003
(reserve copy: RJ503 G74 2003)
IV. POLICIES AND [DA11] :
1. Policies Related To Class Attendance, Lateness, Missed Exams or Assignments
The University expects regular class attendance by all students. Each student is responsible for all academic work missed during absences. When an absence is necessary, students should contact the instructor as courtesy and to check for assignments. See the University Catalog for the complete policy on attendance (http://www2.alliant.edu/download/2005/catalog/3_Academic_Policies.pdf).
2. Responsibility to Keep Copies
Remember – it is good practice to keep copies of ALL major assignments/papers you turn in. On rare occasions, work may be lost because of computer failure or other mishaps.
3. Respectful Speech and Actions
Alliant International University, by mission and practice, is committed to fair and respectful consideration of all members of our community, and the greater communities surrounding us. All members of the University must treat one another as they would wish to be treated themselves, with dignity and concern.
As an institution of higher education, Alliant International University has the obligation to combat racism, sexism, and other forms of bias and to provide an equal educational opportunity. Professional codes of ethics (e.g., from the APA for psychology students) and the Academic Code shall be the guiding principles in dealing with speech or actions that, when considered objectively, are abusive and insulting.
4. Academic Code of Conduct and Ethics
The University is committed to principles of scholastic honesty. Its members are expected to abide by ethical standards both in their conduct and in their exercise of responsibility towards other members of the community. Each student’s conduct is expected to be in accordance with the standards of the University. The complete Academic Code, which covers acts of misconduct including assistance during examination, fabrication of data, plagiarism, unauthorized collaboration, and assisting other students in acts of misconduct, among others, may be found in the University Catalog. The University reserves the right to use plagiarism detection software.
5. Evaluation of Students’ Professional Development and Functioning
In CSPP, multiple aspects of students’ professional development and functioning (e.g., cognitive, emotional, psychological, interpersonal, technical, and ethical) will be evaluated throughout the process of education and training in our professional psychology and MFT programs. This kind of comprehensive evaluation is necessary in order for faculty, staff, and supervisors to appraise the professional development and competence of their students. See the University Catalog for the complete CSPP policy on “Evaluation of Student Competence: A. Student Disclosure of Personal Information” (Appendix B).
6. Disability Accommodations Request
If you need disability-related accommodations in this class, please see me privately. All accommodations must be requested in a timely manner (at least 2 weeks ahead of time) with a letter of support for Alliant’s Office of Disability Services. If you have questions about accommodations, please contact the Office of Disability Services.
7. Policy on Course Requirements During Religious Holidays
Alliant International University does not officially observe any religious holidays. However, in keeping with the institution’s commitment to issues of cultural diversity as well as humanitarian considerations, faculty are encouraged to appreciate students’ religious observances by not penalizing them when they are absent from classes on holy days. Alliant International University faculty will be sensitive to these matters. Students should be similarly respectful of faculty members’ right to observe religious days.
8. Resources for Obtaining Tutoring or Other Student Support Services
Tutors are available to help students with course-based or exam-based needs. Contact the Director of Student Support Services for information on obtaining tutoring – or other student support services – on your campus.
9. Problem Solving Resources
If problems arise with faculty, other students, staff, or student support services, students should use the University Problem Solving Procedures located on the web at: http://www.alliant.edu/academic/studentproblemsolving/ Student_Grievance_Policy.pdf or contact the University Ombudsperson at rkunard@alliant.edu.
10. IRB policy [if applicable]
--- SYLLABUS ---
THEORY AND TECHNIQUE OF CLINICAL PRACTICE: CHILD TREATMENT
Fall Semester, 2008
Alliant University
California School of Professional Psychology
Lori Rifkin, Ph.D.
REQUIRED TEXTS: N. Altman, et. al., Relational Child Psychotherapy. Other Press, New York, 2002 (reserve copy: RJ504 R45 2002)
S. Greenspan, The Clinical Interview of the Child. American Psychiatric Publishers, Inc. 2003
(reserve copy: RJ503 G74 2003)
COURSE REQUIREMENTS
Regular attendance and participation Discussion of Readings
Child Observation (4 - 5 pages): Due September 23
Write Up of a Psycho-dynamically Oriented Case or Paper on a Topic of Interest
(8 – 10 pages; 20 - 30 minute presentations): Due November 4
WEEKLY SCHEDULE OF TOPICS:
Week 1, August 26
Welcome and introductions
Course Overview and Assignments
Play and Children
Week 2, September 2
Overview of Play Therapy
Different Approaches to Play Therapy
Setting up the Playroom
Toys Projective Tools Sand Tray
What Makes a Playroom Therapeutic
Readings: E, Erikson. Chapter 6, Toys and Reasons, in Childhood and Society, W.W. Norton & Co., NY, 1963, pp. 209-234.
Page Two
Relational Child Therapy, Chapter 9--- Play in Child Treatment, pp. 187-214; Chapter 10 --- Transference and Counter-Transference in Child Therapy, pp. 218 – 226.
S. Cooper and L. Wanerman. Chapter 6 - Toys and Play, in Children in Treatment, Brunner/Mazel, Inc. NY, 1977, pp.102-108.
(Optional) B. Bettelheim. The Importance of Play, in The Atlantic Monthly, March, 1987.
Week 3, September 9
Roles and Tasks of the Therapist in Treatment with Children and Teens
Overview of the Evaluation Process
Readings: O.O. James. Chapter 25- Materials and Settings and Case Presentations. in Play Therapy: A Comprehensive Guide, 1977, pp. 75-84 and 243-249.
H. Coppolillo. Chapter 6 --- Diagnostic Interviews: An Overview, in Psychodynamic Psychotherapy with Children, IUP, Madison, 1987, pp. 97-115.
(Optional) K. O’Connor. Chapter 6 - Beginning Treatment, in The Play Therapy Primer, John Wiley & Sons, Inc., NY, 1991, pp. 235-248.
Week 4, September 16
Initial Process of Evaluation
Parent Sessions --- Engaging parents/Establishing an Alliance/
Gathering Information
Preparation of the Child
Collateral Contacts
Readings: The Clinical Interview of the Child, Chapter 7--- Interviewing the Parents: Selected Comments, pp. 235-250.
S. Fraiberg, et. al. Ghosts in the Nursery: Psychoanalytic Approach to the Problems of Impaired Infant-Mother Relationships, in Selected Writings of Selma Fraiberg, Ed. by Louis Fraiberg, pp. 164-196,
A. Lieberman, et. al. Angels in the Nursery: the Intergenerational Transmission of Benevolent Parental Influences, in Infant Mental Health, Vol. 26 (6), pp. 504-520, 2005.
Page Three
J. Simmons. Chapter 8 - Interviewing the Parents in Psychiatric Examination of Children, Lea & Febiger, PA, 1981, pp.183-193.
(Optional) J. Simmons. Chapter 1 - Preparing the Child and Initiating the Interview, in Psychiatric Examination of Children, Lea & Febiger, PA, 1981, pp. 1-25.
Week 5, September 23 -----Child Observation Due----
Initial Diagnostic Sessions with the Child
Mental Status Exam for Children
Readings: The Clinical Interview of the Child, Chapter 2 --- Framework for Systematic Observation of the Child, pp. 35-74 and Chapter 5 - Conducting the Interview, pp.167-186.
F. Allen. The Beginning Phase of Therapy, in Child Psychotherapy, Ed. by M. Haworth, 1964, pp. 87-121.
(Optional) S. Greenspan. Chapter 10 --- Developmental Considerations in Diagnosis, Psychopathology and Psychotherapy with Children, in The Development of the Ego, International Universities Press, Inc., Madison, WI., 1989, pp. 299-316.
J. Simmons. Chapters 3 & 4 - Individual Interviews with the Child and The Mental Status Report, in Psychiatric Examination of Children, Lea & Febiger, PA, 1981, pp. 64-100.
Week 6, September 30 ---Student Discussion of Child Observations---
Observational Frames/Assessment Temperament
Parenting Styles
Readings: The Clinical Interview of the Child, Chapter 3 --- Chronological Age- and Phase-Appropriate Illustrations for Each Observational Category, pp. 75-98.
Relational Child Psychotherapy, Chapter 8 --- Assessment and Treatment Planning, pp. 153-183.
S. Cooper and L. Wanerman. Chapter 5 – Practice and Protocol, in Children in Treatment, Brunner/Mazel, Inc. NY, 1977, pp. 84 - 93.
Page Four
Week 7, March 4
Normative Development and Psychopathology, Disturbances of Behavior
Developing a Dynamic Formulation
Diagnostic Considerations
Readings: G. Johnson-Powell. Table 17-3 --- A Guide to Diagnostic Assessment of Childhood Behaviors, in Transcultural Child Development, John Wiley & Sons, Inc., 1997, pp. 354-360.
H. Coppolillo. Chapter 8 --- Organizing Diagnostic Data: Models of the Parent, Ego Psychology, and Topography, in Psychodynamic Psychotherapy with Children, IUP, Madison, 1987, pp. 147-173.
H. Coppolillo. Chapter 9 --- Classification, Diagnostic Understanding, and Recommendations, in Psychodynamic Psychotherapy with Children, IUP, Madison, 1987, pp. 175-203.
(Optional) Group for the Advancement of Psychiatry. Chapter 7, The Developmental Stages, in The Process of Child Therapy, Brunner Mazel Publishers, NY, 1982, pp. 121-148.
Week 8, October 7
Presenting your findings to the Parents Working Collaboratively with Parents
Readings: Relational Child Psychotherapy, Chapter 14 --- Including Parents in Psychotherapy, pp. 287-310.
S. Cooper and L. Wanerman. Chapter 11 – Understanding and Working with Parents, in Children in Treatment, Brunner/Mazel, Inc. NY, 1977, pp. 181 - 188.
Week 9, October 14
Beginning Phase of Therapy --- Getting Started
Readings: Relational Child Psychotherapy, Chapter 11 --- Launching the Therapy with the Child, pp. 231-252.
S. Cooper and L. Wanerman. Chapter 3 – Special Aspects of Treatment of Children & Chapter 4 – Questions Beginners Ask, in Children in Treatment, Brunner/Mazel, Inc. NY, 1977, pp. 65 - 83.
H. Coppolillo. Chapter 11 --- Beginning the Therapy, in Psychodynamic Psychotherapy with Children, IUP, Madison, 1987, pp. 235-264.
Page Five
Week 10, October 21
Working with other Professionals Working with Adolescents
Readings: Relational Child Psychotherapy, Chapter 15 --- The Therapist in The Child’s Larger World, pp. 311-335.
H. S. Bloch. Chapter 9 --- Assessment and Therapy, in Adolescent Development, Psychopathology and Treatment, International Universities Press, Inc., 1995, pp. 259-284.
Week 11, October 28
The Ongoing Work
Transference Counter-transference Resistance
Readings: Relational Child Psychotherapy, Chapter 10 --- Transference and Countertransference in Child Treatment, pp. 215 – 218; 226–230; Chapter 12 --- Interaction in Child Psychotherapy. pp. 253-268; Chapter 13 --- Using Countertransference and Participation in Handling Impasses, pp. 267-282.
H. Coppolillo. Chapter 12 --- The Middle Phase of the Therapeutic Process, in Psychodynamic Psychotherapy with Children, IUP, Madison, 1987, pp. 265-286.
C. Sarnoff. Psychotherapeutic Strategies, in Psychotherapeutic Strategies in Late Latency Through Early Adolescence, Jason Aronson, NJ., 1987, pp. 185-221.
One of the following Chethik chapters:
M. Chetnik. Treatment of the Neurotic Child: The Younger Patient, in Techniques of Child Therapy: Psychodynamic Strategies, The Guilford Press, 1989, pp. 107-134.
Or
M. Chetnik. Treatment of the Neurotic Child, in Techniques of Child Therapy: Psychodynamic Strategies, The Guilford Press, 1989, pp. 70-105.
Week 12, November 4 Student Papers Due by Today
Interpretation Therapeutic Change First Student Presentation
Readings: Relational Child Psychotherapy, Postscript on Endings, pp. 367-370.
Page Six
H. Coppolillo. Chapter 12 --- The Middle Phase of the Therapeutic Process, in Psychodynamic Psychotherapy with Children, IUP, Madison, 1987, pp. 286-307.
Week 13, November 18 ---Student Presentations---
Termination
Readings: Relational Child Psychotherapy, Chapter 16 --- Therapeutic Action, pp. 337-366.
H. Coppolillo. Chapter 13 --- Termination of Treatment, in Psychodynamic Psychotherapy with Children, IUP, Madison, 1987, pp. 309-333.
R. Gillman. Termination in Psychotherapy with Children and Adolescents, in Saying Goodbye: A Casebook of Termination in
Child and Adolescent Analyses and Therapy, Ed. by A. Schmukler, The Analytic Press, 1991, pp. 339-354.
Week 14, November 25 ---Student Presentations---
Working with Ethnic Diversity Developing Cultural Competency
Readings: Relational Child Psychotherapy, Chapter 8 --- Cultural and Socioeconomic Influences, pp. 92-102.
I. R. Canino & Spurlock, J., Chapter 2 --- History-taking, in Culturally Diverse Children and Adolescents, Guilford Press, NY., 2000, pp. 47-75.
Rodriguez, C., Chapter 3--- Culturally Sensitive Psychological Assessment, in Culturally Diverse Children and Adolescents, Guilford Press, NY., 2000, pp. 84-93.
G. Johnson-Powell. Chapter 1 - A Portrait of America’s Children: Social, Cultural, and Historical Context, pp.3-33 and Chapter 17 – The Culturologic Interview: Cultural, Social, and Linguistic Issues in the Assessment and Treatment of Children, in Transcultural Child Development, John Wiley & Sons, Inc., 1997, pp. 349-353, 362.
Week 15, December 2 ---Student Presentations---
Wrap Up/Course Review/Evaluations
[DA1]These are the outocmes the program identified for the course in their APA self study.
[DA2]Needs to be stated as a learning outcome: Students will be able…
[DA3] These are the instructor’s own learning outcomes for the course.
[DA4]A CSPP addition to the model syllabi format.
[DA5]Listing of specific criteria for evaluation of class participation.
[DA6]Specific policy regarding late assignments.
[DA7]Relationship between course specific learning outcome and evaluation/grading criteria.
[DA8]Specific policy regarding late assignments.
[DA9]Relationship between course specific learning outcome and evaluation/grading criteria.
[DA10]This is the CSPP System for letter grading.
[DA11]List Policies and Procedures as they are listed on the Syllabus Template.